The Benefits of School Recess: A Systematic Review *

Abstract

BACKGROUND Recess provides many physical, mental, and social benefits for students; however, the most recent systematic review examining the benefits of recess was conducted over a decade ago. The purpose of this paper was to determine the current benefits of school recess by conducting an updated systematic review of the literature. METHODS Multiple databases were systematically examined to find articles fitting the following inclusionary criteria: (a) school recess, (b) all schooling before college, and (c) recess benefits of any kind. Research was limited to literature published between June 2009 and July 2020. RESULTS Nine studies were included in this review. The majority of studies examined elementary‐aged students. Seven studies were conducted in the United States, and 2 studies were conducted internationally. Recess provided school‐aged children academic and cognitive benefits, behavioral and emotional benefits, physical benefits, and social benefits. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY Providing recess for all school levels positively impacts the whole child; there was no literature implicating negative impacts of recess. CONCLUSIONS Schools can improve overall student health and belonging by redesigning and/or implementing daily recess.

Physical Activity Interventions During the School Day: Reviewing Policies, Practices, and Benefits

“…Continuing to evaluate the benefits of PA related to social‐emotional learning and emotional well‐being can increase the scope of impact from PA interventions. A recent review of recess and social‐emotional benefits underscores greater recognition of potential benefits of PA, particularly for elementary school students 63,64 . Only a few studies explored these types of secondary outcomes, so this topic could benefit from further study to outline the multidimensional impact of implementing a CSPAP during the school day.…”

A Whole School, Whole Community, Whole Child Approach to Support Student Physical Activity and Nutrition: Introduction/Methods

“…Although some studies show null associations between school‐based PA and measures of academic achievement like grades or test scores, a negative relationship has not been identified, suggesting that school investments in PA do not detract from learning 9,10 . Moreover, PA can contribute to school climate; for example, recess can offer opportunities for prosocial behavior like conflict resolution and peer interaction 11 . Schools are also a nutrition hub, serving breakfast and lunch and often serving or sponsoring snacks or meals after school and in the summer, contributing significantly to children's overall dietary intake, especially children in communities experiencing high poverty where school meals are offered at no cost to all students.…”

“…9,10 Moreover, PA can contribute to school climate; for example, recess can offer opportunities for prosocial behavior like conflict resolution and peer interaction. 11 Schools are also a nutrition hub, serving breakfast and lunch and often serving or sponsoring snacks or meals after school and in the summer, contributing significantly to children's overall dietary intake, especially children in communities experiencing high poverty where school meals are offered at no cost to all students. A nutritionally adequate diet is essential for physical growth and development, immunity, and cognition in the short term and has an important role to play in preventing chronic disease over the life course.…”

“And I still remember it to this day”: A qualitative exploration of retrospective memories of school-based recess

“…Physical activity (PA) and play have continuously been shown to contribute to children's physical, social, emotional, and cognitive development (e.g., Ref. [ 1 , 2 ]). In particular, elementary school recess serves as an important environmental context for children's PA and social development [ 3 ], as positive developmental outcomes are associated with this time period.…”